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Vanessa Lebrasseur
support my school improvement initiative. This instructional design supported the planning
process and avoided any potential gaps that could have arisen. The ADDIE Model has five
In the analysis phase, I read through many documents that could help me identify a gap in
my school. I read our James S. McCormick schools ACE Plan and the Wolfcreek Public School
3 Year Plan. I then reviewed the Learning and Technology Policy Framework, International
Society for Technology in Education document, Inspiring Education and the Horizon Report.
My schools ACE Plan and the WCPS 3 Year Plan both had a big focus on literacy and no specific
focus on technology.
After reviewing the documents, I found a potential gap in my school. The potential gap
was: How can teachers utilize technology to develop students’ oral language in both French
Immersion and English classrooms? Once the gap was identified, I used Google Forms to create
administrators to discuss the gap and get their input on my survey questions. Creating a survey
involved strategic thinking to maximize the quality of my questions. Having quality questions
gathered informative data that supported my planning. I sent out the survey and had twelve
teachers were excited to learn technology tools, they did not know where to start. In the Design
Phase of the ADDIE Model, I started creating a plan for my PD session and kept in mind, the
potential constraints that could occur. The possible constraints were finding tools that could
THE PHASES OF THE ADDIE MODEL 3
support a dual track school, be age-appropriate, available technology, cost, time, availability, and
me to think about every step of the process and think on a deeper level. In the Design Page, I
had to create a plan for my PD session. I met with the teachers who were interested in my PD
session to determine a day and time that would work for them. Conveniently, everyone was able
to attend a day a time after school. There were other elements of my session that I had to
remember such as having appropriate documents for staff members, technology tools available
while presenting, and being prepared for any close-mindedness and hesitations.
The implementation phase of the ADDIE Model went very well. I was prepared, and
staff members were eager to learn. I enjoyed collaborating with staff members and supporting
them in this area. I noticed a big ability gap with staff members using technology, which led to
everyone having different questions and needs. The confident and quick learners were able to
support teachers and answer their questions along with me. I was happy to see teachers asking
After the PD Session, I checked in with several teachers and supported in any way I
could. The last phase of the ADDIE Model was Evaluate. I created my pre-survey and met with
gains. I was happy to see staff members increase their understanding of digital storytelling tools.
look at every step of the process carefully and more consciously. The ADDIE Model allows for
formative assessments in each step of the process. An area that I would reconsider in the future
is introducing one technology tool at a time. For this project, I decided to introduce three tools to
provide every teacher in my building with something that applied to them and the grade level
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they taught. I would talk to staff members about the SAMR model to provide them with a better
understanding of how technology tools should be used in classrooms and why they should be
process that I will continue utilizing when planning PD Sessions or implementing new materials.
Implementing a structured instructional framework such as the ADDIE Model will allow for